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Showing 1 to 15 of 40 results Save | Export
Tidmore, Lauren Renee – ProQuest LLC, 2018
The purpose of this study was to evaluate the social, emotional, and behavioral impact of a nine-week blended learning social skills intervention for high school students identified as having, or at-risk for, Emotional and Behavioral Disorders. Exploring how social skills interventions improve students' social, emotional, and behavioral deficits…
Descriptors: High School Students, Emotional Disturbances, Behavior Disorders, At Risk Persons
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Rose, Jenny; O'Reilly, Bryn – Early Child Development and Care, 2017
Background: The link between disorders of attachment and psychopathology is well documented. Consequently, a person's attachment style has a profound effect on his or her development and psychological well-being. At-risk populations such as adopted children are more prone to developing pervasive patterns of attachment, given the maternal…
Descriptors: Foreign Countries, Attachment Behavior, Psychotherapy, At Risk Persons
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Kornienko, Olga; Dishion, Thomas J.; Ha, Thao – Journal of Emotional and Behavioral Disorders, 2018
This study examined longitudinal changes in peer network selection and influence associated with self-reported antisocial behavior (AB) and violent behavior (VB) over the course of middle school in a sample of ethnically diverse adolescents. Youth and families were randomly assigned to a school-based intervention focused on the prevention of…
Descriptors: Longitudinal Studies, Peer Groups, Correlation, Peer Influence
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Akhmetzyanova, Anna I.; Nikishina, Vera B.; Klyueva, Nadezhda V.; Petrash, Ekaterina A. – International Journal of Environmental and Science Education, 2016
The urgency of the problem stated in the article is caused by the fact that modern scientific studies show that sustainable neuro-associative connections with the object of addiction arise at chemical addiction. The aim of this study is to examine the features of the reciprocal organization of constructive activities in drug addiction. Study of…
Descriptors: Drug Abuse, Addictive Behavior, Comparative Analysis, Psychomotor Skills
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Lane, Kathleen Lynne; Oakes, Wendy Peia; Lusk, Mandy E.; Cantwell, Emily Dawn; Schatschneider, Christopher – Journal of Emotional and Behavioral Disorders, 2016
In this article, we provided descriptive and methodological illustrations of how to conduct systematic behavior screenings at the middle and high school levels to detect students with intensive intervention needs using one systematic screening tool: the Student Risk Screening Scale. We discussed the importance of systematic screening and presented…
Descriptors: Secondary Schools, Intervention, Screening Tests, Student Needs
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McDaniel, Sara C.; Lochman, John E.; Tomek, Sara; Powell, Nicole; Irwin, April; Kerr, Shani – Behavioral Disorders, 2018
Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2…
Descriptors: Comparative Analysis, Intervention, Emotional Disturbances, Behavior Disorders
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Splett, Joni W.; Trainor, Kathryn M.; Raborn, Anthony; Halliday-Boykins, Colleen A.; Garzona, Marlene E.; Dongo, Melissa D.; Weist, Mark D. – Behavioral Disorders, 2018
Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the…
Descriptors: Comparative Analysis, Child Behavior, Rating Scales, Mental Health
Sutherland, Kevin S; Conroy, Maureen A; McLeod, Bryce D; Algina, James; Kunemund, Rachel L – Grantee Submission, 2018
Teachers sometimes struggle to deliver evidence based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher…
Descriptors: Delivery Systems, Positive Behavior Supports, Performance Factors, Integrity
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Morgan, Joseph John; Dobbins, Nicole; Hsiao, Yun-Ju; Brown, Nancy; Higgins, Kyle – Journal of the American Academy of Special Education Professionals, 2015
Implementation of social skills deemed appropriate for use in school is important for student success. Students with emotional and behavioral disorders often fail to use these social skills, requiring intervention to facilitate their use. Results related to social skills interventions have been mixed; one suggested reason for this is the lack of…
Descriptors: Comparative Analysis, Teacher Attitudes, Student Attitudes, Interpersonal Competence
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Alhossein, Abdulkarim – Journal of Education and Practice, 2016
During the last decade, scholars and policymakers have emphasized the importance of using evidence-based practices in teaching students with disabilities. One barrier to using these practices might be teachers' lack of knowledge about them. This study investigated teachers' knowledge and use of evidence-based teaching practices (EBTPs) for…
Descriptors: Foreign Countries, Knowledge Level, Teaching Methods, Evidence Based Practice
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Howard Wills; Joseph Wehby; Paul Caldarella; Debra Kamps; Rebecca Swinburne Romine – Exceptional Children, 2018
The present study examined the effects of the Class-Wide Function-Related Intervention Team (CW-FIT) program, a group contingency intervention addressing the on-task and disruptive behavior of students with or at risk for emotional behavior disorders (EBD). Twenty-one elementary schools, 155 general education teachers, and 324 students…
Descriptors: Classroom Techniques, Program Effectiveness, Replication (Evaluation), Randomized Controlled Trials
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Joseph, Gathua; Muthee, Jessica; Murugami, Margaret; Tekle, Tesfu – Journal of Education and Practice, 2015
Identification process is an important element of behavior disorder management in schools. For proper behavior management teachers need to identify learners with behavioral disorders in order to design intervention programs befitting their educational needs. Therefore, the purpose of this study was to analyze the intervention strategies teachers…
Descriptors: Disability Identification, Behavior Disorders, Behavior Modification, Intervention
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Bowman-Perrott, Lisa; Davis, Heather; Vannest, Kimberly; Williams, Lauren; Greenwood, Charles; Parker, Richard – School Psychology Review, 2013
Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of…
Descriptors: Tutoring, Educational Strategies, Behavior Disorders, Peer Teaching
Smith, Stephen W.; Daunic, Ann P.; Algina, James; Pitts, Donna L.; Merrill, Kristen L.; Cumming, Michelle M.; Allen, Courtney – Journal of Emotional and Behavioral Disorders, 2017
Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative…
Descriptors: Self Control, Student Behavior, Emotional Disturbances, Behavior Disorders
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Goulter, Natalie; Kimonis, Eva R.; Hawes, Samuel W.; Stepp, Stephanie; Hipwell, Alison E. – Developmental Psychology, 2017
Callous-unemotional (CU) traits have proven important for designating children and adolescents showing a pattern of particularly severe, stable, and aggressive antisocial behaviors (Frick, Ray, Thornton, & Kahn, 2014). Individuals with secondary CU traits represent a subpopulation that are distinguished from those with primary CU traits by…
Descriptors: Females, Anxiety, Personality Traits, Mental Health
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